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Strand: Data Handling
Phase: 2
Conceptual Understandings:
Different graph forms highlight different aspects of data more efficiently,
Data can be collected, organised, displayed and analysed in different ways.

Learning Outcomes:
Understand that data can be collected, displayed and interpreted using simple graphs, for example, bar graphs, line graphs.
Collect, display and interpret data using simple graphs, for example, bar graphs, line graphs.
Identify, read and interpret range and scale on graphs.
Select appropriate graph forms to display data.
Design a survey and systematically collect, organise and display data in pictographs and bar graphs.
Interpret scale and range of graphs.
Understand that scale can represent different quantities in graphs.

Strand: Measurement
Phase 3:
Conceptual understandings:
- Objects and events have attributes that can be measured using appropriate tools.
- Relationships exist between standard units that measure the same attributes.
Learning outcomes:
- Understand relationships between units, for example, metres,
centimetres and millimetres
- understand that measures can fall between numbers on a measurement scale, for example, 3½ kg, between 4 cm and 5 cm
- read and write digital and analogue time on 12-hour and 24-hour clocks.

Strand: Number
Phase 3:
Conceptual understandings:
- The base 10 place value system can be extended to represent magnitude.
- The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems.

Learning outcomes:
- Model numbers to thousands or beyond using the base 10 place value system
- model multiplication and division of whole numbers
- use the language of multiplication and division, for example, factor, multiple, product, quotient, prime numbers, composite number
- develop strategies for memorizing addition, subtraction, multiplication and division number facts
- use whole numbers up to thousands or beyond in real-life situations

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Science strands
Living things: The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

Skills:

Observe carefully in order to gather data

Use a variety of instruments and tools to measure data accurately

Plan and carry out systematic investigations, manipulating variables as necessary

Interpret and evaluate data gathered in order to draw conclusions

Use scientific vocabulary to explain their observations and experiences

Learning outcomes:

Recognize the ways in which our bodies grow and change over time.

Reflect on and self-assess his or her personal health and growth.

Explore the impact of the nutritional choices on our bodies.

Explain our individual responsibilities for maintaining healthy bodies.

Identify different body parts and describe their function.

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Strand:
Continuity and change through time

The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future.

Social organization and culture

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Skills:
Formulate and ask questions:

Learning outcomes - Students will express wonderings, show curiosity or ask questions about a person or event of personal significance; ask questions about the natural and physical environment; formulate questions and identify problems that will enable them to make links between prior learning, new situations and further actions;

Skills:
Orientate in relation to place and time:

Learning outcomes - Explore similarities and differences between the past and the present; sequence events, routines, personal histories in chronological order;

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 3
Conceptual understandings: Spoken communication is different from written communication— it has its own set of rules.

Learning outcomes:

listen attentively and speak appropriately in small and large group interactions

listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail

express thoughts, ideas and opinions and discuss them, respecting contributions from others

use language to explain, inquire and compare

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 3
Conceptual understandings: Visual texts provide alternative means to develop new levels of understanding

Learning Outcomes:

discuss their own feelings in response to visual messages; listen to other responses,realizing that people react differently

discuss personal experiences that connect with visual images

realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding

use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact

WRITTEN LANGUAGE_ READING
Phase: 3
Conceptual Understandings: Wondering about texts and asking questions helps us to understand the meaning.

Learning outcomes:

read texts at an appropriate  level, independently,  confidently and with good understanding

recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles

realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance

recognize and use the different parts of a book, for example, title page, contents, index

use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another

WRITTEN LANGUAGE_ WRITING
Phase: 3
Conceptual Understandings: Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.

Learning outcomes:

write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading

organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

use feedback from teachers and other students to improve their writing

use a dictionary, a thesaurus and word banks to extend their use of language keep a log of ideas to write about

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 3
Conceptual Understandings:
People interpret messages according to their Unique experiences and ways of understanding.

Learning Outcomes:
-anticipate and predict when listening to text read aloud.
-follow multi-step directions
-listen attentively and speak appropriately in small and large Group interactions

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 3

Conceptual Undertsandings:
Visual texts provide alternative means to develop new levels of understanding.

Learning Outcomes:
- realize that visual information reflects and contributes to the understanding of context
- realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding.

WRITTEN LANGUAGE_ READING
Phase: 3
Conceptual Undertsandings: Different types of texts serve different purposes.

Learning Outcomes:
-read texts at an approprate level, independently, confidently and with good understanding.
-make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses.
-discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways.

WRITTEN LANGUAGE_ WRITING
Phase:3/ 4
Conceptual Understandings: We write in different ways for different purposes.

Learning Outcomes:
Use knowledge of written code patterns to accurately spell high-frequency and familiar words.
Engage confidently with the proces of writing.
Use increasingly accurate grammatical constructs.
-use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high-frequency Words, high-interest words

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 4
Conceptual Undertsandings:
Learning Outcomes:

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase: 4
Conceptual Undertsandings:
Learning Outcomes:
Use knowledge of written code patterns to accurately spell high-frequency and familiar words.
Reread, edit and revise to improve their own writing, for example, content, language and organisation.
Use appropriate punctuation to support meaning.
Use a range of strategies to record words/ideas of increasing complexity

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Inquirer
Reflective
Knowledgable
Caring

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Appreciation
Confidence
Empathy
Respect

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function

reflection

responsibility

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physical education,

nutrition, science

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Phase: 3
Conceptual Understandings: We use what we know to interpret arts and deepen our understanding of ourselves and the World around us. (responding)

Learning Outcomes:

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Project: Self Portraits

RESPONDING
Phase: 3
Conceptual Understandings: We use what we know to interpret arts and deepen our understanding of ourselves and the world around us.
Learning Outcomes:
-Reflect on their own and others' creative processes to inform their thinking.

CREATING
Phase: 3
Conceptual Understandings: Arts have the power to influence thinking and behaviour.
Learner Outcomes:
- Make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place and cultures.

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Strand: Health-related fitness (active living)
Phase: 2
Conceptual Understandings:
- Regular exercise is a part of a healthy lifestyle.
- Food choices can affect our health.
Learning Outcomes:
- Recognize the importance of regular exercise in the development of well-being.
- Identify healthy food choices.

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Research Skills
Social Skills
Communication Skills

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Full body (the children will add organs, body parts, systems along the unit. We will focus on 3 or 4 body parts). It will be display at the Aula and we will also try to have the children baking a healthy dessert.

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The effective interactions between human body systems contribute to health and survival.

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•The various body parts and how they work

• How healthy/unhealthy lifestyle choices affect our body

•How our bodies change over time